Scientists in the classroom : the cold war reconstruction of American science education
著者
書誌事項
Scientists in the classroom : the cold war reconstruction of American science education
Palgave, 2002
- : hard
- : pbk
大学図書館所蔵 全6件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
- 巻冊次
-
: hard ISBN 9780312295011
内容説明
During the 1950s, leading American scientists embarked on an unprecedented project to remake high school science education. Dissatisfaction with the "soft" school curriculum of the time advocated by the professional education establishment, and concern over the growing technological sophistication of the Soviet Union, led government officials to encourage a handful of elite research scientists, fresh from their World War II successes, to revitalize the nations' science curricula. John L. Rudolph argues that the Cold War environment, long neglected in the history of education literature, is crucial to understanding both the reasons for the public acceptance of scientific authority in the field of education and the nature of the curriculum materials that were eventually produced. Drawing on a wealth of previously untapped resources from government and university archives, Rudolph focuses on the National Science Foundation-supported curriculum projects initiated in 1956.
What the historical record reveals, according to Rudolph, is that these materials were designed not just to improve American science education, but to advance the professional interest of the American scientific community in the post-war period as well.
目次
Introduction Ideology and Education The State of Science NSF, Education, and National Security Curriculum Development as 'Big Science' PSSC: Engineering Rationality BSCS: Science and Social Progress Science/Education Transformed Conclusion: School Science in Social and Political Context
- 巻冊次
-
: pbk ISBN 9780312295714
内容説明
During the 1950s, leading American scientists embarked on an unprecedented project to remake high school science education. Dissatisfaction with the 'soft' school curriculum of the time advocated by the professional education establishment, and concern over the growing technological sophistication of the Soviet Union, led government officials to encourage a handful of elite research scientists, fresh from their World War II successes, to revitalize the nations' science curricula. In Scientists in the Classroom , John L. Rudolph argues that the Cold War environment, long neglected in the history of education literature, is crucial to understanding both the reasons for the public acceptance of scientific authority in the field of education and the nature of the curriculum materials that were eventually produced. Drawing on a wealth of previously untapped resources from government and university archives, Rudolph focuses on the National Science Foundation-supported curriculum projects initiated in 1956. What the historical record reveals, according to Rudolph, is that these materials were designed not just to improve American science education, but to advance the professional interest of the American scientific community in the postwar period as well.
目次
Introduction Ideology and Education The State of Science NSF, Education, and National Security Curriculum Development as 'Big Science' PSSC: Engineering Rationality BSCS: Science and Social Progress Science/Education Transformed Conclusion: School Science in Social and Political Context
「Nielsen BookData」 より